...Following the German’s failure at world domination and an economic depression during the 1930’s, a man named Adolf Hitler rose to power, claiming that Jews, homosexuals, and other “non-Aryan” people were behind their downfall. To purify the population, he sent these people to concentration camps, where some people became slaves and others became one with fire upon arrival. This terrible event is known as the Holocaust, and 11 million people died because of it. Among the survivors was a 15 year old boy named Elie Wiesel, one of the most celebrated of the Holocaust. During his time in Auschwitz, one of the death camps, Elie was beaten, enslaved, mocked, tormented, and starved. More than ten years later, he published a memoir of his awful experiences...
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...to take part in community activities. For Elie Wiesel, a young Jewish boy living in the 1940’s in Eastern Europe, his “group” was the Jewish community in his town. When his Jewish community is rounded up and transported, by Nazis,...
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...Humankind is Selfish and Cruel. In the concentration camp, “it is every man for himself, and you cannot think of others” (Wiesel 110). This quote from the book “Night” reminds us about how cruel and selfish people can be in a place like concentration camp, they will do anything to survive and benefit themselves such as betraying, stealing things, and killing other people. Although some people seem good, even they have bad within them, especially if it is about their lives, since the human instinct is to survive and they will do everything to reach that goal. People are born naturally selfish and cruel, they only care about themselves, therefore they will do anything to benefit themselves. One example would be betraying, in a situation like the Holocaust, people betraying other...
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...It never feels good to be treated as less than a human. However, imagine how it would feel to be treated like this everyday for years. In Elie Wiesel’s book Night, Elie talks about how he and other people were treated. During the Holocaust, Jewish prisoners were dehumanized by being stripped of their identity, being treated cruelly, and having their homes, family, and friends taken away from them. First, Jews were dehumanized during the Holocaust by being stripped of their identity. Before leaving the ghetto, the Jews were told that they could bring a small bag with their personal belongings. However, once they got off the wagon at the concentration camp, they were forced to leave all their belongings on the wagon. Then, they were forced to strip down to complete nakedness and had to all wear the same clothing. They also had to get call the hair on their bodies shaved off. They even all lost their names, and their identity was known as numbers. A-7713 was Elie Wiesel’s number. They were also put on a strict schedule. They woke up at dawn, and there was some nights where they could have been shot for not being in their block at the right time. Also, when leaving for the last concentration camp, they had to run for hours, and those who stopped were shot there on the spot. While running, they were called names by...
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... Research Paper 1 The Holocaust In this paper, I will be presenting many facts that show what the Holocaust is and why it occurred. The Holocaust was an organized, persecution, and murder of approximately six million Jewish people including 1.5 million Jewish children. The Holocaust took place in Europe by the Nazi regime and its collaborators that happened between 1933-1945. During that time, Jews were known as an inferior race. They were thought to be a threat to the German community. After years of having the Nazis rule in Germany, Hitler decided his “final solution”. This solution included mass killing centers constructed in the concentration camps of Poland. In the article “Elie Wiesel Biography” by The Biography.com, the author’s main thesis is that the Holocaust was a very traumatic event that caused an eye-opener for humans about how cruel humans can be. This article talks about Elie Wiesel, a holocaust survivor who is now a Nobel-Prize winning writer, teacher and activist known for the memoir Night. In his books he discusses his experiences of surviving the Holocaust. At the age of 15, Wiesel and his entire family were sent to Auschwitz as part of the Holocaust (Eliezer Wiesel, 2014). Elie and his father were separated from his mother and younger...
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...Research Paper World War II was a global conflict from 1939 to 1945 when the war ended. Many nations around the world were involved including the great powers which later on formed two opposing military alliances : the Allies and the Axis. One of the Axis’s leaders was Adolf Hitler. Hitler was the leader of the Nazi Germany. The Jews were hated the most by the Nazis because Hitler blamed the Jews from Germany defeat in World War I. This hate towards the Jews from Hitler led to “The Holocaust”. The Holocaust was the systematic annihilation of six million Jews by the Nazis during World War II. Even though we know millions of people died in this sadly event, many people survived, as well. Many years after the Holocaust one of the survivors Elie Wiesel wrote his book Night telling his life story in the Holocaust. Wiesel was the first to give the name "Holocaust", which literally means destruction by fire, to the experience of European Jews in World War II. Elie Wiesel was a Jewish from northern Transylvania annexed by Hungary. Wiesel started the most difficult journey of his life when Nazi German forces took him and his family to the concentration camps. Night is basically about Eliezer struggles with his father throughout the Holocaust and how Eliezer managed to survived. Wiesel narrates in his book Night his experience in the concentration camps at Auschwitz and Buchenwald in 1944–1945 at the height of the ...
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...Christopher Russell Mrs. Schreiber English 3 4 March 2015 Holocaust Research Paper The Holocaust was one of humanity’s worst catastrophes in history. No one thought that something so evil could happen in the 20th century in one of the most educated country in the world. When Hitler’s Nazi Party took over Germany, anti-semitism was encouraged. Having blond hair, blue eyes made someone an “Aryan”, this is what Nazis thought was supposed to be the master race. The Nazis blamed the Jews, mentally and physically handicapped, and other supposedly inferior races of Germany’s downfall. They believed that the handicapped were “useless eaters” and the Jews were inferior creatures. They believed that if they cleansed themselves of these “diseases” that...
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...constantly ask Holocaust survivors to relive such a traumatic experience? As Edna Friedberg said, “Why should any of us expect people who have suffered profound trauma to relive it for our benefit or for the betterment of humanity? And why do we assume that pain yields wisdom or moral clarity?” (Friedberg). One thing we never ask ourselves is how would I have felt if this happened to me. While learning about subjects such as this, we are never taught to put ourselves into their shoes, the people who lived the history we are being taught. We are simply given the information in books, shown pictures, and videos and this is it. Reading through Edna Friedberg’s piece of writing it helped to have the background knowledge of Elie Wiesel and what he had lived through. Elie Wiesel is one of the few survivors who does not mind sharing his tragic past, though he may not be necessarily comfortable with it, he does it to promote the rights of humans who cannot advocate for...
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...English I Brodsky Holocaust Research Paper For this assignment you will select a research topic from the list below, create a thesis and write a 2-4 page paper, that explains how indifference inspired the journey or impacted the life of the person or group you are researching. Research Procedure: 1. Choose your topic from the list provided. 2. Research your topic, creating source cards for all sources consulted and note cards (total of 50). We will have 3 days in the library, but you will need to do some research on your own as well. 3. Write a strong working thesis statement to be submitted. 4. Create a sentence outline for your paper, following the format provided. 5. Write the rough draft of your paper, following the outline and using note cards. 6. Peer edit the rough draft with a classmate 7. Turn in final paper to turnitin.com and submit all research work Requirements: -At least 4 different sources, 2 databases, 1 book and 1 other. -An annotated source card for every source consulted -At least 50 note cards with notes from your research. At least 20 of those note cards should have direct quotes -A working thesis statement -A sentence outline -A 2-4 page research paper -A formal MLA works cited page (using the main sources from your source cards) Library Dates: Period 4- 11/18, 11/20, 11/26 Period 5- 11/18, 11/19, 11/25 Topic Ideas Survivors of Genocide Righteous Gentiles Danish Boat Resuce Chambon sur Lignon- Village in France Jewish Resistance...
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...I am using this approach to literature in two major projects this year. First, I received a $2,400 National Endowment for the Humanities Younger Scholars Summer Research Grant. I proposed to expand on a prior research project, looking at the use of silence in the novels of Elie Wiesel, and at the ways Wiesel both demonstrates and gets around the fact that conventional language simply breaks down when it is used to talk about the Holocaust. I plan to expand on the same project for my senior English thesis. For this thesis I am studying the ways Wiesel uses silence in the literal content of his novels and in his writing technique, and am working toward explanations as to how he gives these silences meaning. My fluency in French from my semester of study in Grenoble has been invaluable since most of Wiesel's works were written originally in French. My thesis involves close, formalist readings of Wiesel's novels, and is enriched by theoretical work. (This thesis appears as "Senior Essay" on my transcript; that designation will change next semester to "Thesis.") My second major project this year is a self-designed research project which has just replaced comprehensive exams in...
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...Palliative and End of Life Care provide a holistic approach to care for those who are suffering from illnesses with a poor prognosis. It focuses on symptom management in an effort to improve quality of life (Ranallo, 2017). This approach to care for pediatric oncology patients with a terminal prognosis is not focused on a cure, rather emphasizes comfort when the patients and their families need it most. Various research studies explain the importance of initiating Palliative and End of Life Care early after the patient’s diagnosis. Given nurses’ roles, they have the opportunity to help provide this care. The purpose of this paper is to discuss ways to improve the quality of life of pediatric oncology patients through nurses helping to facilitate...
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...|[pic] |Course Syllabus | | |College of Humanities | | |COM/220 Version 7 | | |Research Writing | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class...
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...SYLLABUS ENG/102 Research Writing Copyright ©2014 by University of Phoenix. All rights reserved. Course Description Students focus on gathering research, evaluating and documenting sources, and developing a major research paper. Selected readings prompt discussion regarding bias, rhetorical devices, arguments, and counter arguments. Grammar exercises address commonly confused sets of words, modifiers, parallel structure, sentence variety, and sentence clarity. Course Dates Aug 18, 2014 - Oct 19, 2014 Faculty Information Name : Email Address : Alternate Email Address Phone Number : BERNICE PARROTT (PRIMARY) baparrott@email.phoenix.edu (770) 886-9389 Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): • Academic Policies • Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Get Ready for Class • Familiarize yourself with the textbooks used in this course. Course Materials All electronic materials are available on your student website. Week1 Identifying Components of Argumentation Tasks • Course Preparation Aug, 18 - Aug, 24 Objectives/Competencies ...
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...Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value. The library media specialist will model how to evaluate a web site related to the study and cite information from that web site. Students will then practice their evaluation skills, gather information using suggested web sites, cite their sources, and relate the information to background and setting of...
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...of the essay. Examples of Attention Catching Device: 1. Definition – Create an original definition of a relevant term or concept. (Ex. Democracy is a form of government in which power is given to and exercised by the people. This may be true in theory, but ….(lead reader to your thesis).) 2. Anecdote - A brief (half-paragraph) story that leads to your thesis statement. Note: This technique works best with narratives and works less well with more fact based papers. Ex. Kevin Barrington is a sixth grade student at Gregory College Prep. He awakes at 6:00am and departs his home at 6:30am with a juice box and a box of cereal in order to catch the bus. His commute is more than thirty blocks, and traffic stretches the journey out to about an hour. 3. Question – Ask your reader a thought provoking question, which your thesis (and the rest of your paper) will answer. (Ex. What was it like to live through the Holocaust? Elie Wiesel, in One Generation After, answers this question by presenting a series of accounts about ordinary people who found themselves...
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